Metacognitive Therapy For Mathematics Disorder

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dc.contributor.author Faradiba, Surya Sari
dc.contributor.author Sa'dijah, Cholis
dc.contributor.author Parta, I Nengah
dc.contributor.author Rahardjo, Swasono
dc.date.accessioned 2021-11-03T02:34:39Z
dc.date.available 2021-11-03T02:34:39Z
dc.date.issued 2019
dc.identifier.uri https://iopscience.iop.org/article/10.1088/1742-6596/1157/4/042079/meta
dc.identifier.uri http://repository.unisma.ac.id/handle/123456789/2290
dc.description [ARCHIVES] Copyright Article from : Journal of Physics: Conference Series en_US
dc.description.abstract Mathematical disorders are learning disabilities that greatly affect a person's mathematical abilities so that they need to be recognized as early as possible. This aims to minimize the negative impacts caused by mathematics disorder. This study is a descriptive qualitative research. The participants of this study were two university students of the department of mathematics education, Universitas Islam Malang. This paper describes Metacognitive therapy (MCT) for students who have mathematics disorder. MCT therapy is done by asking metacognitive questions which consist of comprehension, connection, strategic, and reflection questions. The purpose of MCT is to find out what students believe about their own thoughts and how their thoughts work about mathematics, then show students how this belief leads to an unsupported response to thoughts that inadvertently prolong or worsen symptoms, and ultimately give way alternative response to the mind to allow for symptom reduction. Need to be further investigated whether the results of metacognitive therapy are only temporary or not. en_US
dc.language.iso en en_US
dc.publisher IOP Publishing en_US
dc.relation.ispartofseries Journal of Physics: Conference Series;
dc.subject Metacognitive Therapy en_US
dc.subject Mathematics Disorder en_US
dc.title Metacognitive Therapy For Mathematics Disorder en_US
dc.type Article en_US


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